姓名王玉學(xué)號(hào)1061001250359專(zhuān)業(yè)英語(yǔ)教育本入學(xué)時(shí)間年指導(dǎo)教師及職稱(chēng)任桂玲

1、 中央廣播電視大學(xué)畢業(yè)論文姓 名: 王 玉學(xué) 號(hào)： 1061001250359專(zhuān) 業(yè)： 英 語(yǔ) 教 育（本）入 學(xué) 時(shí) 間： 2010 年 秋指導(dǎo)教師及職稱(chēng)： 任 桂 玲所 在 電 大： 中央廣播電視大學(xué)教 學(xué) 點(diǎn)： 渭 南 分 校2012年11月14日project title：training childrens interests through activitiesinvestigatorwang yu weinan tv universitysubmitted on 14th november 2012in fulfillment of the coursepractical pro

2、ject design acknowledgementi really appreciate my instructor ren guiling, whose help and patience made this title get off the ground and come to the end smoothly.no amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remin

3、ded in my mind.in the end, thanks are given to my parents who help me take care of my daughter and my husband who has shared with my worries, frustrations and happiness in eventually finishing this project.abstractthis paper presents a detailed report of the project implemented to solve the problem

4、that a lot of my students do not have high interests in english class. it is hypothesized that learns spoken english and their learning interests, through the more active classroom activities-bingo, snap, look and color, guess. this hypothesis is verified by a four weeks practice of classroom teachi

5、ng of the specially designed training activities.among the methods of scientific investigation used are cause analysis, questionnaire, interview, and brainstorming.keywords: interests, games, activities.main headings of the project report1.    introduction -52.    descr

6、iption of the subject -53.  problems -54.    objective of the project -75.    hypothesis of the project -86.    rationale of the project -87.  design of the project - -108.    implementation of the project -139. evaluation of the

7、project -1410.   data analysis-1411. conclusion-15references-15 appendix a   the questionnaire for problem analysisappendix b    the post-trial questionnaireappendix c the english songs1. introductioni am a teacher of a middle school, and im teaching the child

8、ren who are from the age of twelve to fourteen. i have been teaching english for over seven years. i found some students couldnt speak english well, and many students dare not to speak english. so many students lose their interests of english. i hope i can solve these problems through action researc

9、h so that i can improve childrens interests.2.    description of the subjectthe children found its difficult and boring to learn english(and we live in countryside). they even did not know what is english and what should they do in the class. i am teaching class two and class one. the

10、re are 80 students . they have five english classes every week. they spend most of their school time on chinese and math and other subjects.3. 1 discovery of the problemfrom my teaching, i found that the children felt terrible and bored when they speak english.after some time, only a few children sh

11、ow that they are interested in english and speak well. most of them, it seems that they did not like english. they were not actively in english class. just like a doll. they still find difficult to remember all the words. my problem is how to improve the students interests of learn english. 3.2 prob

12、lem analysisi spend more time finding ways to solve the problems. but the results are not satisfying. why?a.       does the teacher teach well? b.      do the students like this subject?c.      do they like me?d.

13、60;    do they think english is an important language?e. do they speak english well?f.     do they often practice after class? how to improve their interests had been troubling me for many years, i was decided to find a solution from my research. i determ

14、ined to improve my teaching level, i have no reason complain them in learn english. i know all the children like playing. they do not like speaking after the teacher again and again. they feel bored in this way. i will use four methods in my research; analytic, cause analysis, questionnaires and bra

15、instorming for analysis. 3.2.1 analytic methodfrom learning the teaching methodology, i have known a lot of advanced methods of teaching. i encouraged me to solve the problem from teaching itself. my teaching is not active enough and it is not interesting enough, so the children did not have in

16、terest in this subject. how to improve the results? from the book, i have found some theory. first thing i must do is to know the children what do they think of english. i designed a questionnaire to know clearly about them.3.2.2 questionnaire surveyalthough the causes of the problem are focused on

17、my teaching, i decided to get more detailed and more exact information from all the children through teaching methods, find out a good way to teach them. at first, i designed some questions and then discuss them with my colleges, and then i modified some items. because my students are too young to r

18、ead the questionnaire, so i distributed the questionnaire after school. and ask the children to answer it with the help of their parents. i also designed a series of questions to know their opinions. the next morning, all the children handed the questionnaire in.i was very glad to see 20% of the chi

19、ldren are very interested in english. 60% of them did not like english very much for three kinds of reason 20% of them are afraid of laughing when they speak english. 20% of them feel very boring when repeat again and again 20% of them. think english is not important. the last 20% of the children ca

20、nnot understand teacher. they could not remember the strange pronunciation of the word.3.2.3 brainstormwhen i met some problems in my research, i often consulted my tutor mrs. li and my colleagues often talked about the problem i have met. and they gave me a lot of advice and help .after a lengthy p

21、roblem analysis, i began to launch a project to solve the problem.4. project objectivespeaking and listening in middle school especially in lower grade is very important. the most important thing is to improve their interests. my research objective is to increase my students interest in english, and

22、 make up a solid foundation for their further learning. how to do that? i focus on my classroom activities. 5. hypothesis of the project it is hypothesized that students interest is enrolled by well-designed classroom activities. if they like english activity, they will be more interested in en

23、glish. i use different kinds of methods in my teaching. i usually play games with them so that the children can follow the teacher actively and have interest in the class, i often sing the songs, play the games: “whats missing?”  “putting into groups” “passing the ball”, and roles play and so o

24、n. so that the students can follow the teacher and interested in the class, in short time they can improve their interests of english.6. rationale of the project 6.1 the role of the teaching activitiesin my opinion, interest is a best teacher. because all the children like activities, an appropriate

25、 teaching actively plays an important part in language teaching. it will not be only improve the childrens interests, but also be effective to enable the children get the twice the result with half the effort. it should be attractive to get students enjoy participating, and so that they will be more

26、 active and motive. it should be practical to let the children use it in every day communication. it should be easy enough to let the children accept it. it should be arranged scientifically. so i often talk about the activity i used after class with my children. if they like it, i will write it dow

27、n. they often give me some suggestions. 6.2 the role of teacherstudents should realize that the teacher has many roles in the classroom, not just that of evaluator. it is not quite true that my job in the classroom is to “teach”. i am expected to be an actress, who will have to play different r

28、ole at different times, and a prompter to encourage students to participate or make suggestions about how to proceed in an activity.6.2.1 conductor/demonstrator: to provide new input and to show and or explain how the language is used.6.2.2 organizer: to organize the activities so that the students

29、can practice in pairs.6.2.3 monitor: to make sure that the students know what they have to practice and to sees that they practice it effectively.6.2.4 stimulator: to get the students interact.6.2.5 corrector: to give help when the students are doing.6.2.6 helper: to give help when there is need.6.3

30、 the role of the childrenthe children are not simply “passive recipients” of the teachers instructions. like the teacher, they may have multiple roles. they sometimes sit silently and listen to the teacher who is playing the teacher playing the role of the monitor students changes to participant, in

31、tegrator or negotiator. they can practice not only with their partners but also on their own. they should speak actively as often as they can and they should come to realize they can find their own ways of learning which work best for them.6.4 the role of syllabus and textbooka syllabus is a basis f

32、or guiding teaching and compiling textbook. it instructs the teacher to train the students in listening, speaking, reading and writing, and tell the teacher how to teach in class, and what degree should they get? a textbook plays an important role in teaching. a good textbook is friend of the teache

33、r and the students.7. design of the projectaccording to <english language teaching methodology>, i designed a ppp model. because i am teaching two classes of grade one. i carry out my projection on the worse class that is the target group. while the other one is the control group. i designed f

34、our activities in four weeks. activities designit took me four weeks to implement my project. week1.   activity1.  sing an english songpurpose: to improve the childrens interests. procedure: tell the children that they are going to learn a song about food and drink. have children look

35、 at the illustrations that accompany the song.  the teacher read the words and has children listen and follow the words silently. explain that only the first three verses are printed on the page, but that the children will hear about all the food and drink items that are illustrated. the t

36、eacher plays the tape without stopping. have children listen and point to each food or drink item as it is mentioned.  play the song again and have children join in with the words. as they sing, they should point to the pictures.  have children take out their sets of food and drink picture

37、 cards. play the tape again and have children hold up the items as they are mentioned.  divide the class into two groups. have one group sing: i like (pizza), i like (pizza) and the other group responds with, (pizza), please! (pizza), please! week2.  activity2: putting into groupspurp

38、ose: to practice the skill of categorizingprocedure: photocopy the vocabulary picture cards onto light card. make a copy for each team. cut the page into separate pictures to make a set of twenty- four picture cards.  divide the class into teams and each team prepares a set of picture cards. ex

39、plain that they are going to sort the cards into groups. have teams work together and pick up the cards that belong to the “food and drink” group.  when one team indicates that they are finished, ask how many cards there are in the group. they should say, “nine.” have each team hold up the pict

40、ure cards they have picked out and say aloud the words.  repeat the procedure for the other lexical sets: shapes, animals, and family.note: you may have to remind the children what the names of each group mean, as these are not learned vocabulary words. week3. activity3 game: passing

41、the ball purpose: to practice the sentences “ i like (hamburgers).” procedure: 1. ask some volunteers come to the front and stand in a circle with them. throw a ball to one child and say, “i like (milk).2. the child catches the ball and says “i like pizza”. this child now throws the ball to ano

42、ther child who must produce the structure i like3. the only rule is that a child cannot repeat the food and drink item that the previous child has just used.4.    continue until all the children have caught and thrown the ball.5.     alternatively, you can pla

43、y music while children passing the ball. when the music stops, the child who holds the ball must produce a name of a kind of food or drink. then continue to play music and pass the ball.week4. activity4 roles playpurpose: to make a short dialogue in pairs and improve childrens interests.procedure:1.

44、  explain that the children are going to act out roles play in groups of three: two are friends who meet at the food plaza in a shopping mall, and the third is the assistant serving the food.2. elicit possible greetings from the class, and write them on the board: hello, (ma xiao). hi, ( guo da

45、n). 3. explain that the two friends will then point to and say the food they like. elicit the language for this: “i like (pizza). i like (ice cream).” write it on the board. then the two friends will ask the assistant for the food they want: “pizza, please, ice cream, please.” write the two sentence

46、s on the board. 4. the child playing the assistant has to mime taking the order and serving the food.5.  both friends thank the assistant. elicit the words, “thank you” and write them on the board to conclude the dialog.6. provide time for the children to practice their roles play in group

47、s. make sure that they each have a turn speaking.7. encourage groups to act out their dialog in front of the class.8. implementation of the projectmy students are twelve to fourteen years old students, the students should have much more controlled, the means he choose what to say and how to say it.

48、maybe the teacher has given a situation or a topic in which the students act or discuss. the emphasis here is on fluency as the students. so i design these activities. it took four weeks for me to implement my project. for each week i am scheduled to do these:at first, i will make a survey: appendix

49、 aappendix bthen, do the activities like this:first of all, the children all like singing english songs or rhymes, so i designed the activity- sing an english song. it could improve the childrens interests；the second, “putting into groups”   ； i use many cards to practice the words, and pr

50、actice the skill of categorizing. the third, “passing the ball”；the fourth, when the children have learned the words and sentences, i gave some information about it to the children, and explain that the children are going to act out a “roles play” in groups of three. the children all interested at t

51、he activities. 9.  evaluation of the projectin class, i tried to speak briefly and gave more chances to the students for practice. i encouraged them to speak english. i try my best to help the students over come their difficulties and improve their learning interests. after four weeks expe

52、riments, the children made a rapid progress than before. they feel that english activities are very interesting, and they also feel learning english is much easier. the atmosphere of the class is changed.the project is evaluated according to two questionnaires given before and after the project impl

53、ementation.10.  data analysisi used two questionnaires at different time in this project to see whether my design could prove my hypothesis. there were the same three questions used in two questionnaires to get the students general feelings about the activities. after four weeks. i designed ano

54、ther questionnaire to assess the effectiveness of the above mentioned activities.i order to compare the first questionnaire in the preliminary research. questionnaire two was designed partly on the basis of questionnaire one.question1. do you like english?2. do you like english activities?3. &#

55、160;do you like english because of activities?        week 1234number of students254575100percentage15%35.5%60.5%100%11. conclusion the result of the action is chiefly based on the project that i proceeded from may 12th 2012 up to july10th 2010. it aimed at improve

56、 childrens interests through activities. from data analysis it suggests that the hypothesis and objectives have been proved feasible. the children of the middle school are more interesting. if the teacher use a few methods to arise their interests, the teaching and learning will get easier. the teac

57、hers help the children from a solid foundation. the problem we found in our childrens learning english was caused by many factors. after analyzing the problem by adopting some scientific methods, such as the analytic method, cause analysis, questionnaires and brainstorming. i hypothesized the classr

58、oom activities. well-designed activities would help the students over come their difficulties and improve their learning interests. after four weeks experiments, the children made a rapid progress than before. of course there some activities must be improved.referencesgo yueguo .1990.english languag

59、e teaching methodology (1) (2) beijing: the publishing house of beijing foreign language study universitygu, yueguo.1999 practical project design. beijing: foreign language teaching and research pressmc graw hill.2002 pioneer english beijing: the publishing house of beijing normal universityomally j m &au chamot 1990. learning strategies in second language acquisition.cambrage: cambridge university presstwaddell f.1973. vocabulary extension in the tesol classroom tesol quarterly carter, r. 1988